Standards:
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop
-Abilities necessary to do scientific inquiry
-Understandings about scientific inquiry
CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should
develop an understanding of
-Energy in the earth system
CONTENT STANDARD F: As a result of activities in grades 9-12, all students should
develop understanding of
- Natural resources
- Environmental quality
Context for the Lesson:
This lesson is part of the environmental science unit on energy resources. It is the first of a three day activity dealing with energy efficiency in the home. This lesson will introduce renewable and non-renewable resources, present different type of energy efficient sources, and allow the students to choose their energy source to learn about, present, and them design their own informational guide for their classmates.
Opportunities to Learn:
Materials:
- articles printed out about each type of energy source
-power point presentation
Students approaching proficiency:
1. For the in class aspect of this lesson, they will be able to work with a partner who will provide guidance as they gather their information.
2. Pre-printed notes will be provided after class for anyone who could not get the notes down.
3. The homework assignment will allow each student to use their strengths in order to show their understanding of the topic. They can be creative and design their guide in any way they want.
Students exceeding proficiency:
1. The students can really show their knowledge and go beyond what is expected in the homework assignment. They can use any means that they chose to present their material in the most user friendly, effective way.
Objectives:
Students will be able to itemize the important features of their chosen energy source.
Students will be able to create a user-friendly guide, showing the key points and important information about their chosen energy source.
Instructional Procedures Opening:
1. As the students enter the classroom, they will receive an index card. They will answer the question on the board when they are seated.
Question: What do you think is the most energy efficient source of power?
2. Teacher will ask students to share their responses.
3. Students will be instructed to keep their cards for use later in the lesson.
Engagement:
Part 1: Notes on Resources
1. There will be a power point presentation introducing renewable and non-renewable resources. It will introduce basic vocabulary, present the importance of saving energy, and present several type of energy sources briefly.
2. The energy sources that are mentioned briefly are: Solar Energy, Wind Power, Geothermal Energy, Biomass, Hydroelectric Energy, etc.
3. Students will be instructed to write down on their index cards one of these energy sources that they think is the most energy efficient.
Part 2: Become an expert
4. Students will work with one other student who chose the same energy source as them.
5. They will use articles provided to come up with information regarding their energy source. They will use the worksheet as a guide to be sure that they find all of the information.
6. They must be prepared to present their information and tell the class whether or not they believe that this source of energy is efficient or not.
Part 3: Present your information
7. Students will stand up with their partner and share the information that they gathered and feel is important.
8. They will also share their opinion on the efficiency of their energy source.
Closure:
9. The homework is for each student, individually, to design an informational guide to their energy source. They can be creative and come up with a unique and user-friendly way to present their information.
10. The assignment will count as a project and the best design for each energy source will receive extra credit and will be copied and distributed to the class as a study guide.
11. Students must write down on their index card what they plan on doing for their informational guide (ex. brochure, flyer, diagram, etc.)
12. Students will hand in index cards at the end of class.
Assessment:
1. The index card will be checked as a class work grade and will give me a record of who chose which energy source for their project.
2. The project will be an assessment on their ability to pick out the important information and present it.
Beth McArdle
Title: Renewable Resources
Standards:
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop
-Abilities necessary to do scientific inquiry
-Understandings about scientific inquiry
CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should
develop an understanding of
-Energy in the earth system
CONTENT STANDARD F: As a result of activities in grades 9-12, all students should
develop understanding of
- Natural resources
- Environmental quality
Context for the Lesson:
This lesson is part of the environmental science unit on energy resources. It is the first of a three day activity dealing with energy efficiency in the home. This lesson will introduce renewable and non-renewable resources, present different type of energy efficient sources, and allow the students to choose their energy source to learn about, present, and them design their own informational guide for their classmates.
Opportunities to Learn:
Materials:
- articles printed out about each type of energy source
-power point presentation
-projector
-worksheet
Students approaching proficiency:
1. For the in class aspect of this lesson, they will be able to work with a partner who will provide guidance as they gather their information.
2. Pre-printed notes will be provided after class for anyone who could not get the notes down.
3. The homework assignment will allow each student to use their strengths in order to show their understanding of the topic. They can be creative and design their guide in any way they want.
Students exceeding proficiency:
1. The students can really show their knowledge and go beyond what is expected in the homework assignment. They can use any means that they chose to present their material in the most user friendly, effective way.
Objectives:
Students will be able to itemize the important features of their chosen energy source.
Students will be able to create a user-friendly guide, showing the key points and important information about their chosen energy source.
Instructional Procedures
Opening:
1. As the students enter the classroom, they will receive an index card. They will answer the question on the board when they are seated.
Question: What do you think is the most energy efficient source of power?
2. Teacher will ask students to share their responses.
3. Students will be instructed to keep their cards for use later in the lesson.
Engagement:
Part 1: Notes on Resources
1. There will be a power point presentation introducing renewable and non-renewable resources. It will introduce basic vocabulary, present the importance of saving energy, and present several type of energy sources briefly.
2. The energy sources that are mentioned briefly are: Solar Energy, Wind Power, Geothermal Energy, Biomass, Hydroelectric Energy, etc.
3. Students will be instructed to write down on their index cards one of these energy sources that they think is the most energy efficient.
Part 2: Become an expert
4. Students will work with one other student who chose the same energy source as them.
5. They will use articles provided to come up with information regarding their energy source. They will use the worksheet as a guide to be sure that they find all of the information.
6. They must be prepared to present their information and tell the class whether or not they believe that this source of energy is efficient or not.
Part 3: Present your information
7. Students will stand up with their partner and share the information that they gathered and feel is important.
8. They will also share their opinion on the efficiency of their energy source.
Closure:
9. The homework is for each student, individually, to design an informational guide to their energy source. They can be creative and come up with a unique and user-friendly way to present their information.
10. The assignment will count as a project and the best design for each energy source will receive extra credit and will be copied and distributed to the class as a study guide.
11. Students must write down on their index card what they plan on doing for their informational guide (ex. brochure, flyer, diagram, etc.)
12. Students will hand in index cards at the end of class.
Assessment:
1. The index card will be checked as a class work grade and will give me a record of who chose which energy source for their project.
2. The project will be an assessment on their ability to pick out the important information and present it.